ArticleAdvances in medical education and practice2025
Patient Confidentiality and Privacy Among Jordanian Medical Students: Factors Associated with Knowledge and Practice.
Article in Advances in medical education and practice, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Purpose: Patient confidentiality and privacy are foundational ethical principles in clinical practice. Evaluating how well future physicians understand and uphold these principles is critical for effective ethics education. This study assessed knowledge and self-reported practices regarding patient confidentiality and privacy among medical students in a Jordanian medical school, providing insights into broader regional trends. Material and Methods: A cross-sectional survey was conducted among 297 medical students (Years 4-6) using a structured questionnaire. A convenience sampling approach was used to invite all accessible students through class WhatsApp groups. The final sample exceeded the precision-based minimum of 273 participants. The instrument included demographics items and 17 questions across knowledge (10 questions) and practice (7 questions) domains, measured on a 5-point Likert scale. Descriptive statistics, Results: Participants demonstrated good theoretical knowledge (Mean=4.18, SD=0.36) and reported good practices (Mean=4.06, SD=0.56). Reliability was moderate for knowledge (α=0.624) and good for practice (α=0.767) domains after reverse-scoring. Female students reported significantly better practices than males (p = 0.001). Practice scores also differed across academic years (p < 0.001), with 5th- and 6th-year students outperforming 4th-year students. In multivariate analysis, higher knowledge (β = 0.828, p < 0.001), female sex (β = -0.167, p = 0.001), and senior academic level (p < 0.05) independently predicted better practices. Conclusion: Despite promising knowledge levels, practical challenges remain in upholding patient confidentiality and privacy among Jordanian medical students. Findings should be interpreted in light of the cross-sectional design and reliance on self-reported data. Targeted educational interventions that strengthen knowledge, address sex-specific needs and ensure early, continuous ethics education are essential to bridge the knowledge-practice gap and foster a culture of confidentiality in medical training.
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